The status and barriers to the implementation and continuation of the school gardening projects in Germany, Nigeria and the United States of America

In drawing a conclusion for this study, care must be taken in generalizing findings since the population of students and teachers investigated were limited to certain levels in the different schools and countries. This study recognized some complexity of the factors underlying the status of school gardening instruction and activities in Germany, Nigeria and the U.S. as inadequate time for decision-making in the process of gardening, motivation of teachers and students. This was seen as the major impediments that influenced the status of gardening in the three countries. However, these factors were considered to have affected students’ mode of participation in the school gardening projects. This research finding suggests that the promotion and encouragement of students in gardening activities will promote vegetable production and increasing the numbers of practical farmers. Gardening has the potential to create opportunities for learning in an environment where children are able to experience nature first hand and to use the shared experience for communication (Bowker & Tearle, 2007). Therefore, the need for students to be encouraged to participate in gardening programs as the benefit will not only reduce the rate of obesity currently spreading among youths, but will contribute to the improve knowledge on science subjects. To build a network between community, parents and schools, a parent’s community approach should be used as the curriculum. The community approach will tighten the link between schools; community members, parents, teachers and students. This will help facilitate a better gardening projects implementation. Through a close collaboration, teachers and students will be able to identify issues affecting communities and undertake action learning in collaboration with community organizations to assess community needs and plan the implementation strategies as parents are part of the community. The sense of efficacy is a central factor in motivational and learning processes that govern educational improvement, standard and performance on complex tasks of both teachers and students. Dedication and willingness are the major stimulator and achievement of a project. Through a stimulator and provision of incentives and facilities, schools can achieve the best in project development. Teachers and principals should be aware that students are the lever for achieving the set goals in schools. Failure to understand what students need will result in achieving zero result. Therefore, it is advised that schools focus more on how to lure students to work through proper collaboration with the parents and community members. Principals and teachers should identify areas where students need to be corrected, helping them to correct the problem will enable them be committed in the schools’ programs.

Higher education in the Federal Republic of Germany - devolpments and recent issues

Center of European Studies, Graduate School and University Center of the City University of New York

3D Simultaneous Inversion for Seismic Structure and Local Hypocenters in Germany under Consideration of Seismic Anisotropy in the Upper Mantel

The main task of this work has been to investigate the effects of anisotropy onto the propagation of seismic waves along the Upper Mantle below Germany and adjacent areas. Refraction- and reflexion seismic experiments proved the existence of Upper Mantle anisotropy and its influence onto the propagation of Pn-waves. By the 3D tomographic investigations that have been done here for the crust and the upper mantle, considering the influence of anisotropy, a gap for the investigations in Europe has been closed. These investigations have been done with the SSH-Inversionprogram of Prof. Dr. M. Koch, which is able to compute simultaneously the seismic structure and hypocenters. For the investigation, a dataset has been available with recordings between the years 1975 to 2003 with a total of 60249 P- and 54212 S-phase records of 10028 seismic events. At the beginning, a precise analysis of the residuals (RES, the difference between calculated and observed arrivaltime) has been done which confirmed the existence of anisotropy for Pn-phases. The recognized sinusoidal distribution has been compensated by an extension of the SSH-program by an ellipse with a slow and rectangular fast axis with azimuth to correct the Pn-velocities. The azimuth of the fast axis has been fixed by the application of the simultaneous inversion at 25° - 27° with a variation of the velocities at +- 2.5 about an average value at 8 km/s. This new value differs from the old one at 35°, recognized in the initial residual analysis. This depends on the new computed hypocenters together with the structure. The application of the elliptical correction has resulted in a better fit of the vertical layered 1D-Model, compared to the results of preceding seismological experiments and 1D and 2D investigations. The optimal result of the 1D-inversion has been used as initial starting model for the 3D-inversions to compute the three dimensional picture of the seismic structure of the Crust and Upper Mantle. The simultaneous inversion has showed an optimization of the relocalization of the hypocenters and the reconstruction of the seismic structure in comparison to the geology and tectonic, as described by other investigations. The investigations for the seismic structure and the relocalization have been confirmed by several different tests. First, synthetic traveltime data are computed with an anisotropic variation and inverted with and without anisotropic correction. Further, tests with randomly disturbed hypocenters and traveltime data have been proceeded to verify the influence of the initial values onto the relocalization accuracy and onto the seismic structure and to test for a further improvement by the application of the anisotropic correction. Finally, the results of the work have been applied onto the Waldkirch earthquake in 2004 to compare the isotropic and the anisotropic relocalization with the initial optimal one to verify whether there is some improvement.

Private Higher Education in the Sultanate of Oman: Rationales, Development and Challenges

Diese Studie stellt die Entwicklung des privaten Hochschulbereichs im Oman dar und analysiert sie auf die damit verbundenen Erwartungen. Sie untersucht die wesentlichen Herausforderungen, denen sich dieser Sektor zu stellen hat, und formuliert einige Empfehlungen, um die Rolle der privaten Hochschulbildung im Oman zu fördern. Um die Situation in Oman einordnen zu konnen, wurde die Literatur zu Systemen der privaten Hochschulbildung in verschiedenen Ländern vergleichend aufgearbeitet. Der Autor dieser Dissertation hat zudem zahlreiche offizielle Dokumente, Statistiken der Regierung, Berichte, Korrespondenzen und auch unveröffentlichtes Material zum Thema Bildung, Wirtschaft und zur Personalentwicklung geprüft und analysiert. Halb-strukturierte Interviews wurden mit Präsidenten und Dekanen privater Hochschulen sowie mit einigen externen Akteuren durchgeführt, um die Stärken und Schwächen, Herausforderungen und Ziele des privaten Hochschulsektors in Oman zu analysieren.

Political Education in Plural Societies: Using the Anti-Bias Approach to Challenge Oppression in Bombay and Berlin

This study addresses the effectivity of the Anti-Bias approach and training methodology as a pedagogical political strategy to challenge oppression among student groups in the cities of Bombay and Berlin. The Anti-Bias trainings conducted within the framework of this study also become the medium through which the perpetuation of oppressive structures by students within and outside the school is investigated. Empirical data from predominantly qualitative investigations in four secondary schools, two each in Bombay and Berlin, is studied and analysed on the basis of theoretical understandings of prejudice, discrimination and identity. This study builds on insights offered by previous research on prejudices and evaluations of anti-bias and diversity interventions, where the lack of sufficient research and thorough evaluations testing impact has been identified (Levy Paluck, 2006). The theoretical framework suggests that prejudices and discriminatory practices are learnt and performed by individuals over the years by way of pre-existing discourses, and that behaviour and practices can be unlearnt through a multi-step process. It proposes that the discursive practices of students contribute to the constitution of their viable selves and in the constitution of ‘others’. Drawing on this framework, the study demonstrates how student-subjects in Bombay and Berlin perpetuate oppressive discourses by performing their identities and performing identities onto ‘others’. Such performative constitution opens up the agency of the individual, disclosing the shifting and dynamic nature of identities. The Anti-Bias approach is posited as an alternative to oppressive discourses and a vehicle that encourages and assists the agency of individuals. The theoretical framework, which brings together a psychological approach to prejudice, a structural approach to discrimination and a poststructural approach to identity, facilitates the analysis of the perpetuation of dominant discourses by the students, as well as how they negotiate their way through familiar norms and discourses. Group discussions and interviews a year after the respective trainings serve to evaluate the agency of the students and the extent to which the training impacted on their perceptions, attitudes and behavioural practices. The study reveals the recurrence of the themes race, religion, gender and sexuality in the representational practices of the students groups in Berlin and Bombay. It demonstrates how students in this study not only perform, but also negotiate and resist oppressive structures. Of particular importance is the role of the school: When schools offer no spaces for discussion, debate and action on contemporary social issues, learning can neither be put into practice nor take on a positive, transformative form. In such cases, agency and resistance is limited and interventionist actions yield little. This study reports the potential of the Anti-Bias approach and training as a tool of political education and action in education. It demonstrates that a single training can initiate change but sustaining change requires long-term strategies and on-going actions. Taking a poststructural perspective, it makes concrete suggestions to adapt and alter the Anti-Bias approach and the implementation of Anti-Bias trainings.